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Psych 2005 (Section 5) > Chapter 7: Thinking and Intelligence > Flashcards

Chapter 7: Thinking and Intelligence Flashcards

1
Q

cognition

A

Thinking, processes associated with perception, knowledge, problem-solving, judgment language, memory 

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2
Q

Cognitive psychology

A

Part of psych interested in how people think

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3
Q

Concepts

A

Category/groupings of linguistic info, images, ideas, or memories

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4
Q

Why are concepts important?

A

Used them to see relationships among elements of your experiences in to keep info on your mind organize/accessible

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5
Q

Prototype

A

Best example/representation of a concept. .
Example 1st bird comes to mind is a regular burgers, we went think of penguins they’re not prototypical birds

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6
Q

Natural concepts

A

Naturally created the experiences, either direct or indirect
Example hurricanes are direct snow is indirect for Louisiana

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7
Q

Artificial concepts

A

Define by specific set of characteristics
Example geometric shapes a triangle always at three sides

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8
Q

Schema

A

Mental construct, consisting of cluster/collection of related concepts
- Help, organizing info in brain

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9
Q

Role schema

A

Makes assumptions about how individuals in certain roles will behave
Always a possibility of a person may differ from their assume roll

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10
Q

Event, schema, a.k.a. cognitive script

A

Set a behaviors that feel like a routine
Ex what I do when I enter class
Behaviors become automatic, make them difficult to change
Ex driving to work on a day off

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11
Q

Language

A

Communication system using word/stomach rules to organize words to transmit info
All animals communicate; but only humans use language

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12
Q

Lexicon

A

Words of a given language (vocabulary)

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13
Q

Grammar

A

Set of rules that are used to convey meaning through use of lexicon

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14
Q

Phonemes

A

Basic sound unit of a given language; different languages have different sets of phonemes

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15
Q

Morphemes

A

Smallest unit of a language I have a
Ex : prefixes, root word, and suffixes

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16
Q

Semantics

A

Process which we derive meaning from morphemes and words

Sally hit the car versus the car hit Sally

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17
Q

Syntax

A

Way words organized into sentences

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18
Q

Infinite generativity

A

Ability to produce endless numbers of meaningful sentences, using a finite set at a word/rules
- every sentence has already been said

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19
Q

Skinner

A

Behaviorism: regards infant as starting from scratch and learning behaviors, based on responses or conditioning of those around them
Children produce speech we hope they never heard

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20
Q

Chomsky

A

Innatist theory: points out that learning from scratch can account for speed with which kids learn language, norther, generative ways of using it

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21
Q

Universal, grammar,

A

Oh world languages share a similar underlying structure

  • facilities, language in kids, less language processing in adults
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22
Q

Language acquisition device

A

Neural system of brain hypnotized to permitted understanding of a language

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23
Q

Prelinguistic communication

A

Sounds facial expressions, gestures, imitation, etc. that provide meaning without words

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24
Q

Milestones of language development

A

Crying, cooing, babbling gestures, first words

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25
First words
10-18 months of age
26
First sentences
18 to 24 months
27
Overgeneralization
Extension of a Language rule, to exception to the rule Example seeing gooses mouses instead of saying geese mice, which shows that they’re learning basic rules
28
Problem-solving strategies
Plan of action used to find a solution
29
Trial and error
Continue trying different solution to a problem is solved
30
Algorithm
Step-by-step, problem-solving, formula
31
Heuristic
Mental shortcuts used to solve problems Rule of thumb/guesstimation
32
Impulse to use heuristic occurs when 1 of five conditions are met
Too much info, trying to make decision limited an important decision little info, making decision appropriate heuristic happens to come to mind in the same moment
33
Working backwards
Begin solving problem by focusing on end result
34
Mental set 
Persist in approaching a problem in a way that work in the past but not working now
35
Functional fixedness
Camper, Stephen object being used for something other than what it was designed for Using butter knife as screwdriver
36
Anchoring bias
Focus on one piece of info and make a decision of solving problem Being unable to stop focusing on a price on higher price is better benefits
37
Confirmation bias
Tendency to focus on information that confirms your existing beliefs
38
Hindsight bias
Believing you could’ve foreseen an outcome
39
Representative bias
Unintentionally, stereotype, someone or some thing because if it’s your idea of what the person should be
40
Availability heuristic
Make a decision based on an example info, or recent experience that is readily available
41
Spearman’s G or general intelligence
Consisted of one general factor which can be measured/compared among people
42
Fluid intelligence (use)
Ability to deal with new problems and situation
43
Crystallized intelligence (store)
Store of information, skills and strategies people have gained through education in prior experiences and previous use of fluid intelligence
44
Analytical intelligence
Flexible people process analyze info
45
Robert Sternberg developed the triarchic theory of intelligence
Analytical intelligence, creative intelligence, practical intelligence
46
Creative intelligence
Insightful component
47
Practical intelligence
Demands of every day environment
48
Howard Gardner
Multiple intelligence theory
49
emotional intelligence
skills that underlie accurate assessment evaluation, expression, regulation of emotions
50
cultural intelligence
how well you relate to the values of another cuklture exemplifies your cultural intelligence sometimes referred to as cultural competence
51
creativity
ability to generate, create, or discover new ideas, solutions, and possibilities
52
divergent thinking
described as "thinking outside box" allows ppl to arrive at unique, multiple solutions to a given problem
53
convergent thinking
ability to provide a correct or well-established answer ot solution to a problem
54
binet test
way to identify kids w. special assisstance
55
intelligencde test
diagnostic tool designed to measure overall thinking ability
56
intelligence quotient IQ
score describes kid's performance - chronological age w/ mental age
57
standardization
manner of administration, scoring, and interpretation of result is consistent
58
norming
giving a test to a large population so data can be collected comparing groups \
59
wechsler scales
provide separate measures of verbal and performance (or nonverbal) skills as well as total score
60
mental age
typical intelligence level found for ppl at a given chronological age
61
chronological (physical) age
actual age
62
original formula
mental age/chronological age X 100 = IQ - no longer in use - once we hit 16 our performance doesn't increase by much (levels off)
63
deviation IQ scores
based on how someone deviates from average IQ of 100
64
__ of ppl fall w/in 15 points of average (100)
2/3 - score above 130 = gifted - score below 70 = "developmentally delayed"
65
brain size correlates w/ intelligence __ species, while its uncorrelated w/ intelligence __ species (including humans)
across/within
66
cortex of kids thicken fast; peak ~ 12
may indicate intelligent brains take longer to mature - also smart kids (IQ in top 10%) 7-yr olds have thinner cerebral cortex than other kids
67
range of rxn
each person responds to environment in a unique way based in their genetic makeup
68
effects of poverty on intelligence
test scores of kids w/ supplements were way higher than kids w/out them
69
learning disabilities
congnitive disorders that affect diff areas of cognition (particularly language or reading)
70
dysgraphia
struggle to write legibly
71
dyslexia
inability to correctly process lettersr

Psych 2005 (Section 5) (9 decks)

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